Jennifer Lynn Cunningham Maeng Curriculum Vitae

Jennifer Lynn Cunningham Maeng Curriculum Vitae

Jennifer Lynn Cunningham Maeng, Ph.D.

Research Assistant Professor Department of Curriculum, Instruction, and Special Education

Curry School of Education and Human Development, University of Virginia 405 Emmet St South, Charlottesville, VA 22904 Phone: 434-924-0837, Email: [email protected]

Education

2011 Ph.D. Science Education. University of Virginia Dissertation: Differentiating Science Instruction: Success Stories of High School Science Teachers (Randy L. Bell, Chairperson)

2003 M.T. Secondary Science Education. University of Virginia Virginia Postgraduate Professional License. Endorsement: Chemistry

2003 B.Sc. Chemistry, with distinction. University of Virginia

Professional Experience

Research Assistant Professor-General Faculty, University of Virginia, Curry School of Education, August 2012-present. Post-Doctoral Research Associate, University of Virginia, Curry School of Education, May 2011-August 2012. Mentor: Randy L. Bell, Ph.D. Graduate Assistant, University of Virginia, Curry School of Education, 2007-2011. Graduate Teaching Assistant, University of Virginia, Chemistry Department, 2007-2011. Summer Faculty, University of Virginia, Chemistry Department, 2004-2012. Science Teacher, Charlottesville High School, Charlottesville, VA. 2003-2007. Science Teacher, University of Virginia. Summer Enrichment Program, Summer 2003; Saturday Enrichment Program, Winter 2004.

Scholarship

Peer-Reviewed Research Articles, *denotes current or former graduate student or post-doctoral mentee

Wheeler, L.B., Navy, S.L., Maeng, J.L., & Whitworth, B.A. (2019). Development and validation of the classroom observation protocol for engineering design (COPED). Journal of Research in Science Teaching. DOI: 10.1002/tea.21557

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*Navy, S. L., Maeng, J. L. & Bell, R. L. (2019). Learning from a state professional development conference for science teachers: Beginning secondary science teachers' experiences. Journal of Science Teacher Education. DOI: 10.1080/1046560X.2019.1584512

*Burnette, A.G., Huang, F., Maeng, J.L., & Cornell, D. (2019). How does threat assessment differ from suicide assessment? Psychology in the schools, 56, 378-392 DOI: 10.1002/pits.22194

*Wheeler, L.B., Chiu, J.L., Maeng, J.L., & Bell, R.L (2019). An exploratory study of teaching assistants’ motivation for inquiry-based teaching in an undergraduate laboratory context. Chemistry Education Research and Practice, 20, 53-67. DOI: 10.1039/c8rp00157j.

Maeng, J. L., Bell, R. L., St. Clair, T. L., Gonczi, A. L. & Whitworth, B. A. (2018). Supporting elementary teachers’ enactment of nature of science instruction: A randomized controlled trial. International Journal of Science Education. DOI:10.1080/09500693.2018.1528643

*Dyer, R.M., Venton, B.J., & Maeng, J.L. (2018). Chemistry learning through experimentation, awareness, and demonstration: Professional development workshops for elementary teachers led by graduate students. Journal of Chemical Education, 95, 1954-1959. DOI: 10.1021/acs.jchemed.8b00130

Cornell, D., Maeng, J.L., Huang, F., *Shukla, K., & Konold, T. (2018). Racial/ethnic parity in discipline consequences using student threat assessment. School Psychology Review, 47, 183-195. DOI: 10.17105/SPR-2017-0030.V47-2

*Whitworth, B.A., Maeng, J.L. & Bell, R.L. (2018). Exploring practices of science coordinators participating in a targeted professional development. Science Education, 102, 474-497. DOI: 10.1002/sce.21337

Cornell, D. & Maeng, J.L. (2017). Statewide implementation of threat assessment in Virginia K-12 schools. Contemporary School Psychology, 22, 116-124. DOI: 10.1007/s40688-017-0146-x

*Whitworth, B.A., Bell, R.L., Maeng, J.L. & *Gonczi, A.L. (2017). Supporting the supporters: VISTA professional development for science coordinators. Journal of Science Teacher Education, 28, 699-723. DOI: 10.1080/1046560X.2017.1404814

Cornell, D., Maeng, J. L., *Burnette, A. G., *Jai, Y., Huang, F., Konold, T., *Datta, P., *Malone, M., Meyer, P. (2017). Student threat assessment as a standard school safety practice: Results from a statewide implementation study. School Psychology Quarterly, 33, 213-222. DOI: 10.1037/spq0000220

Maeng, J.L., Whitworth, B.A., Wheeler, L. B., Gonczi, A.L., & Dubois, S. (2017). Elementary teachers’ integration of engineering design into science instruction: Results from a randomized controlled trial. International Journal of Science Education, 39, 1529-1548. DOI: 10.1080/09500693.2017.1340688

*Gonczi, A. L., Maeng, J. L., & Bell, R. L. (2017). Elementary teachers’ science education simulation use: How can professional development promote instructional adoption? Journal of Technology and Teacher Education, 25, 155-184.

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*Whitworth, B.A., Maeng, J.L., *Wheeler, L.B., & Chiu, J.L. (2017). Investigating the role of a district science coordinator. Journal of Research in Science Teaching, 54, 914-936. DOI: 10.1002/tea.21391

*Wheeler, L.B., Maeng, J.L., & *Whitworth, B.A. (2017). Characterizing teaching assistants’ knowledge and beliefs following professional development activities within an inquiry-based general chemistry context. Journal of Chemical Education, 94, 19-28. DOI: 10.1021/acs.jchemed.6b00373

*Wheeler, L.B., Maeng, J.L., Chiu, J.L., & Bell, R.L. (2017). Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes. Journal of Research in Science Teaching, 54, 463-492. DOI: 10.1002/tea.21373

*Gonczi, A. L., Chiu, J. L., Maeng, J. L., & Bell, R. L. (2016). Instructional support and implementation structure during elementary teachers’ science education simulation use. International Journal of Science Education, 38, 1800-1834. DOI: 10.1080/09500693.2016.1217363

*Gonczi, A. L., Maeng, J. L., Bell, R. L., & *Whitworth, B.A. (2016). Situating computer simulation professional development: Does it influence instructional use? Computers in Schools, 33(3), 133-152. DOI: 10.1080/07380569.2016.1205351

Maeng, J.L. (2016). Using technology to facilitate differentiated high school science instruction. Research in Science Education, 47, 1075-1099. DOI:10.1007/s11165-016-9546-6

Bell, R.L., Mulvey, B.K., & Maeng, J.L. (2016). Outcomes of nature of science instruction along a context continuum: Preservice secondary teachers’ conceptions and instructional intentions. International Journal of Science Education, 38, 493-520. DOI: 10.1080/09500693.2016.1151960

Maeng, J.L. & Bell, R.L. (2015). Differentiating science instruction: Secondary science teachers’ practices. International Journal of Science Education, 37, 2065-2090. DOI: 10.1080/09500693.2015.1064553.

*Wheeler, L.B., Maeng, J.L., & *Whitworth, B.A. (2015). Teaching assistants’ perceptions of a training to support an inquiry-based general chemistry laboratory course. Chemistry Education Research and Practice, 16, 824-842.

*Wheeler, L.B., *Whitworth, B.A., Bell, R.L., & Maeng, J.L. (2014). The science ELF: Assessing the enquiry levels framework as a heuristic for professional development. International Journal of Science Education, 37, 55-81. DOI: 10.1080/09500693.2014.961182

Bell, R.L., Maeng, J.L., & Binns, I.C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50, 348-379. DOI: 10.1002/tea.21075

Maeng, J.L., Mulvey, B.K., Smetana, L.K., & Bell, R.L. (2013). Preservice teachers' TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22, 838-857. DOI: 10.1007/s10956-013-9434-z

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Peer-Reviewed Practitioner Articles, *denotes current or former graduate student or post-doctoral mentee

Maeng, J. L. & Gonczi, A. L. (2019). Do Plants Breathe?, The Science Teacher, 86 (7), 28-34.

Gonczi, A. L. & Maeng, J. L. (2019). RAFTing Ocean Acidification. Journal of Virginia Science Education, 12 (1), p. 13-16.

Navy, S.L., Edmondson, E., Maeng, J.L., Gonczi, A., & Mannarino, A. (2019). Building coherence and understanding of the problem-based learning planning process. Science and Children, 56 (5), 68-69.

Edmondson, E., Navy, S.L., Maeng, J.L., Gonczi, A., & Mannarino, A. (2019). Got energy: Is it enough? Science and Children, 56 (5), 49-55.

Maeng, J.L., Lindgren, R.L., & Senchal, J. (2016). Supporting middle and high school science teachers’ content and pedagogical knowledge development through technology-enhanced inquiry of light and optics concepts. Virginia Mathematics Teacher, 43(1).

Maeng, J.L. & Edmondson, E. (2016). Integrating science and literacy: VISTA ELIS professional development. Virginia Mathematics Teacher, 43(1).

*Wheeler, L.B., Maeng, J.L., & Smetana, L.K. (2014). Incorporating argumentation through forensic science. Science Activities. Classroom Projects and Curriculum Ideas, 51(3), 67-77. DOI: 10.1080/00368121.2014.907233

Maeng, J.L. & Bell, R.L. (2013). Theories, Laws, & Hypotheses. The Science Teacher. 8(7). 38-43.

*Whitworth, B.A., Maeng, J.L., & Bell, R.L. (2013). Differentiating inquiry. Science Scope. 37(2), 10-17.

Bell, R.L., Maeng, J.L., Peters, E.E., & Sterling, D.R. (2013). Teaching about scientific inquiry and the nature of science: Toward a more complete view of science. The Journal of Mathematics and Science: Collaborative Explorations, 13(1), 3-25.

Peer-Reviewed Book Chapters

Edmondson, E., Burgin, S., Tsybulsky, D., & Maeng, J.L. (In Press). Learning about NOS through authentic research experiences. In McComas, W. Ed. Nature of science in science education: Rationales and strategies. Springer: New York, New York.

Maeng, J.L. & *Gonczi, A.L. (2015). Developing science teachers’ TPCK: Technology integration is only the tip of the iceberg. In Myint Swe Khine, Ed. New directions in technological and pedagogical content knowledge research: Multiple perspectives. Information Age Publishing: Charlotte, NC.

Bell, R.L., Mulvey, B., & Maeng, J.L. (2012). Beyond understanding: Process skills as a context for nature of science instruction. In Myint Swe Khine, Ed. Advances in the Nature of Science Research: Concepts and Methodologies. Springer: New York, New York.

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Papers in Progress

Maeng, J. L. & Lahham, D. (in review). Do you see what I see? Plants and animals and habitats, oh my!

*Whitworth, B. A., Maeng, J. L., *Gonczi, A. L. & Bell, R. L. (in review). Supports and barriers encountered by science coordinators.

Wheeler, L.B., Chiu, J.L., Maeng, J.L., & Bell, R.L. (in review) Exploring research on student outcomes in inquiry-based undergraduate science laboratory instruction: A mixed methods synthetic review.

*St. Clair, T.L., Maeng, J.L, & Wheeler, L.B., Bell, R.L., (in review). Mixed-methods analysis of science teacher educator professional development.

Maeng, J.L., *Malone, M., Cornell, D. & Huang, F. (in review). Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach.

Maeng, J.L., *Whitworth, B.A., Bell, R.L., & Sterling, D. (in review). The effect of professional development on elementary science teachers’ understanding and classroom implementation of reform-based science instruction.

Wheeler, L. B., Mulvey, B. K., Maeng, J. L., Librea-Cardon, M. R., & Bell, R.L. (in review). Teaching the teacher: Exploring STEM graduate students’ nature of science conceptions in a teaching methods course.

*Gonczi, A. L., Maeng, J. L. & Chiu, J. L. (in progress). Educational technology use in elementary and secondary engineering lessons.

Gonczi, A.L. & Maeng, J.L. (in progress). Put the E “Engineering” into problem-based learning.

Grants

Grants Funded

Maeng, J.L. & Konold, T.K. ($1,198,260; September 1, 2019 – August 31, 2022). Making engineering real (ME Real). National Science Foundation: Innovative Technology Experiences for Teachers and Students. Principal Investigator.

Cornell, D. ($1 million; January 1, 2018 – December 31, 2021). Improvement of school climate assessment in Virginia secondary schools. US Department of Justice: National Institute of Justice. Co-investigator, Project director.

Cornell, D. ($2.4 million; January 1, 2015 – December 31, 2019). Student threat assessment as a safe and supportive prevention strategy. US Department of Justice: National Institute of Justice. Co-investigator, Project director.

Kallivayalil, N. ($754,824; August 1, 2015 – July 31, 2020) CAREER: The dynamics of the Milky Way's local group substructure as the key to understanding dark matter and galaxy formation. National Science Foundation: CAREER. Evaluator, Broader Impacts.

Wheeler, L., & Maeng, J.L. ($5,000; April, 1, 2019 – March 31, 2020). Development of a blueprint for the Virginia stem ecosystem. 4-VA Collaborative Research Grant. Co-Investigator.

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Maeng, J.L. & Gates, J. ($50,000; October 1, 2017 - September 30, 2018). Crafting success for underrepresented scientists and engineers phase 2. LMI: LMI Research Institute. Co-Principal Investigator.

Maeng, J.L., Venton, J.B., & Murphy, E.E. ($673,334; March 1, 2015 – September 30, 2018). VISTA ELIS at UVa. Virginia Department of Education: Math Science Partnership. Principal Investigator.

Maeng, J.L. ($63,748; March 1, 2015 – September 30, 2018). VISTA ELIS at VCU. Virginia Department of Education: Math Science Partnership. Principal Investigator of subaward from Virginia Commonwealth University (PI: Edmondson, E.E., $600,000)

Edmondson, E.E. ($450,000; March 1, 2015 – September 30, 2018). VISTA MELIS at VCU. Virginia Department of Education: Math Science Partnership. Consultant, External Evaluator.

Lindgren, R., Maeng, J.L. & Mumba, F. ($227,069; March, 2014 – September 30, 2015). Developing grades 6-12 science teacher leaders’ understanding of electricity, magnetism, and light via modeling and inquiry. Virginia Department of Education: Math Science Partnership. Co-Principal Investigator.

Venton, J., Presby, M., & Maeng, J.L. ($20,000; January 2014-December 2015). Expanding inquiry-based chemistry education at the elementary school level. The Camille and Henry Dryfus Foundation, Inc. Evaluator.

Bell, R.L. & Konold, T.K. ($3.8 million; October 1, 2010 – September 30, 2015). Virginia initiative for science teaching and achievement (VISTA). US Department of Education: Investing in Innovation. Project director of subaward from George Mason University (PI: Sterling, D.) U.S. Department of Education Investing in Innovation Fund, ($28.5 million).

Murphy, E., Maeng, J.L, & Pyle, E. ($245,172; July 1, 2013-September 30, 2014). Blue Ridge collaborative for Earth Science. State Council of Higher Education for Virginia: Improving Teacher Quality State Grants. Co-principal investigator.

Grants Submitted

Maeng, J.L. & Konold, T. (in review, $818,363; 2019-2024). Advancing rural computer science (ARCS) evaluation. US Department of Education. Principal Investigator (External Evaluator) of subaward from Old Dominion University. US Department of Education: Education Innovation and Research.

Wallace, C. (in review, $1,358,463; 2019-2023). Integrating computational modeling and simulation into a standards-based science and engineering network for middle schools. National Science Foundation: STEM+C. Consultant, External Evaluator.

Gonczi, A. L. (in review, $2,669,255; 2019-2024). Problem-based learning as a context to develop middle school students’ computing skills and science achievement. US Department of Education: Education Innovation and Research. Consultant, External Evaluator.

Gonczi, A. L. (unfunded). Promoting Career Readiness and Science Achievement Through 21st Century Problem Solving. National Science Foundation. Subaward from Michigan Technological University. Consultant, External Evaluator.

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Lawrence, L. & Nuss, S. (unfunded). Virginia Teachers Innovating and Designing Experiential Science: VA Tides. NOAA B-WET. Virginia Institute for Marine Science. Consultant, External Evaluator.

Maeng, J.L. (unfunded). Technology-infused engineering education from elementary up (TIED-UP). National Science Foundation: Innovative Technology Experiences for Teachers and Students. Principal Investigator of subaward from Michigan Technological University (PI: Gonczi, A. L.)

Maeng, J.L. (unfunded). Discovering the impact of generating inquiry through algorithmic learning (DIGITAL) Evaluation. US Department of Education Innovation and Research. Principal Investigator (External Evaluator) of subaward from Old Dominion University. External Evaluator.

Wheeler, L.B. (unfunded). Teaching to careers: Training in evidenced-based pedagogy as innovation for the development of diverse STEM career path. National Science Foundation: Improving Graduate Education. Co-investigator.

Cornell, D. (unfunded). Longitudinal assessment of school climate and safety. US Department of Justice: OJJDP Field-initiated research and evaluation program. Co-Investigator, Project Director.

Venton, B.J. (unfunded). Service learning and science communication for chemistry lab students. Howard Hughes Medical Institute. Co-Investigator.

Lindgren, R.L. & Maeng, J.L. (unfunded). Physical science: Inquiry, technology, and performance-based assessment (PS:ITPA). State Council of Higher Education for Virginia: Improving Teacher Quality State Grants. Co-principal investigator.

Venton, B.J. & Maeng, J.L. (unfunded, $299,997). Service learning and science communication for chemistry students. National Science Foundation: Improving Undergraduate STEM education. Co-principal investigator.

Edmondson, E. W., McDonnough, J.T., Robnolt, V., Williams, A. (unfunded). Elementary literacy integrated with science: Problem-based learning as the driver for improved science and literacy achievement. National Science Foundation: DR-K12. Principal Investigator of subaward from Virginia Commonwealth University.

Maeng, J.L., Venton, J.B., Murphy, E.E., (unfunded) Integrating elementary science and literacy through problem-based learning (IESL-PBL). State Council of Higher Education for Virginia: Improving Teacher Quality State Grants. Principal Investigator.

Presentations

International and National Peer-Reviewed Research Presentations

Debnam, K. J., *Edwards, K., Maeng, J., & Cornell, D. (2019, May). Do Schools Really Use School Climate Data to Inform Decisions? A presentation for the 2019 Society for Prevention Research Annual Meeting, San Francisco, CA.

*Navy, S., Maeng, J.L., & Bell, R.L. (2019, April). Confidence, understandings, and practices of new secondary science teachers: A randomized controlled trial investigation. A paper presented at the annual meeting of National Association of Research in Science Teaching, Baltimore, MD.

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Gonczi, A.L. & Maeng, J.L. (2019, April). Plants do what?! Using a conceptual change framework and computer simulation to understand respiration. A paper presented at the annual meeting of National Association of Research in Science Teaching, Baltimore, MD.

Wheeler, L., Navy, S. Maeng, J.L. & Whitworth, B.A. (2019, April). Classroom Observation Protocol for Engineering Design (COPED): Instrument development, validation, and implications for use. A paper presented at the annual meeting of National Association of Research in Science Teaching, Baltimore, MD.

Maeng, J. L. & Cornell, D. (2019, April). School climate outcomes of schools implementing the VSTAG threat assessment model: A statewide effectiveness study. American Educational Research Association. Toronto. CA.

Inkelas, K. K., Williams, A., Maeng, J., & Jones, J. (2019, April). Another form of undermatching? A mixed methods examination of first-year engineering students’ calculus placement. American Educational Research Association. Toronto. CA.

Maeng, J. L. & Whitworth, B. A. (2019, April) Debunking classroom myths: Learning styles edition. National Science Teachers’ Association. St. Louis, MO.

Maeng, J. L., Edmondson, E. E., Gonczi, A. L., Wheeler, L. B. & Omole, I. (2019, January). Problem-based learning: A context to support student and teacher learning and integration of literacy, NOS, and inquiry instruction. A paper for the annual meeting of ASTE. Savannah, GA.

Maeng, J. & Cornell, D. (2018). School violence: Using and enhancing knowledge to improve school safety. American Society of Criminology. Atlanta, GA

Maeng, J., Bell, R.L., St. Clair, T., Gonczi, A.L., Whitworth, B.A. (2018, January). Elementary teachers’ classroom nature of science instruction following PD: Results of a RCT. A paper for the annual meeting of ASTE, Baltimore, MD.

Wheeler, L.B., Navy, S., Maeng, J.L., & Whitworth, B.A. (2018, January). Development and validation of the Classroom Observation Protocol for Engineering Design (COPED). A paper for the annual meeting of ASTE, Baltimore, MD.

Mulvey, B.K., Wheeler, L.B., Maeng, J.L., & Bell, R.L. (2018, January). STEM graduate students’ changes in nature of science conceptions in a teaching methods course. A paper for the annual meeting of ASTE, Baltimore, MD.

Cornell, D., Maeng, J., Huang, F., Konold, T., *Burnette, A.G., *Stohlman, S., *Jie, Y., *Datta, P., & *Malone, M. (2017). School safety approaches to prevent, identify and respond to threatening or concerning student behavior. A presentation for the American Society of Criminology, Philadelphia, PA.

Maeng, J.L., *Malone, M., & Cornell, D. (2017, August). Student threats of violence against teachers: Prevalence and outcomes of a threat assessment approach. A paper presented at the annual meeting Annual Convention of the American Psychological Association. Washington, DC.

*Burnette, A.G., Huang, F., Maeng, J.L., *Datta, P., & Cornell, D. (2017, August). How does threat assessment differ from suicide assessment? A poster presented at the annual

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meeting Annual Convention of the American Psychological Association. Washington, DC.

Cornell, D. & Maeng, J. (2017). Student threat assessment as safe and supportive prevention strategy. National Comprehensive School Safety Initiative Conference, Alexandria, VA.

Maeng, J.L., *Burnette, A.G, *Jia, Y., & Cornell, D. (2017, April). Student threat assessment as an innovative violence prevention strategy: Results from a statewide implementation study. A poster for the annual meeting of the American Education Research Association, San Antonio, TX.

*St. Clair, T.L., Bell, R.L., Maeng, J.L, & Wheeler, L.B. (2017, January). Mixed-Methods analysis of science teacher educator professional development practices. A paper for the annual meeting of ASTE, Des Moines, IA.

Maeng, J.L, Whitworth, B.A., Wheeler, L. B., Gonczi, A.L., & Dubois, S. (2017, January). Incorporating engineering design into elementary science instruction: Frequency, content, and process. A paper for the annual meeting of ASTE, Des Moines, IA.

Maeng, J.L. & Edmonson, E. (2016). Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Literacy Integrated with Science (ELIS). A poster for the annual Math Science Partnerships Conference, Baltimore, MD.

Maeng, J.L., Bell, R.L., St.Clair, T., Whitworth, B.A., & Gonczi, A.L. (2016, April). From professional development to practice: Elementary teachers’ understandings and enactment of nature of science instruction. A paper for the annual meeting of NARST, Baltimore, MD.

*Dubois, S., Maeng, J.L, & Bell, R.L. (2016, April). A statewide support program for beginning secondary science teachers: Results from a randomized-controlled trial investigation. A paper for the annual meeting of NARST, Baltimore, MD.

*Wheeler, L.B., Chiu, J.L., Maeng, J.L., & Bell, R.L. (2016, April). Do teaching assistants matter? Assessment of teaching assistants’ impact on student outcomes in a general chemistry laboratory. A paper for the annual meeting of NARST, Baltimore, MD.

*Whitworth, B. A., Maeng, J. L., *Wheeler, L. B., & Chiu, J. L. (2016, April). A foundational study of the district science coordinators’ role in supporting science instruction. A paper for the annual meeting of NARST, A paper for the annual meeting of NARST, Baltimore, MD.

Gonczi, A. L. Chiu, J. L., Maeng, J. L. (2016, April). Science teachers’ computer simulation use to support engineering design. A paper for the annual meeting of the American Education Research Association, Washington, DC.

*Whitworth, B.A., Maeng, J.L., *Wheeler, L.B., & Chiu, J.L. (2016, April). Investigating the roles and responsibilities of district science coordinators. A paper for the annual meeting of the American Education Research Association, Washington, D.C.

Mulvey, B.K., Maeng, J.L., & Bell, R.L. (2016, April). Beyond a dichotomy for nature of science instruction: Outcomes of a science content context continuum. A paper for the annual meeting of the American Education Research Association, Washington, D.C.

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*Dubois, S., Maeng, J.L., & Bell, R.L., (2016, January). Learning from a state professional development conference for science teachers: Beginning secondary science teachers’ experiences. A paper for the annual meeting of The Association for Science Teacher Educators. Reno, NV.

Mulvey, B.A., Maeng, J.L., & Bell, R.L. (2016, January). Outcomes of nature of science instruction along a context continuum: Preservice secondary science teachers’ conceptions and instructional intentions. A paper for the annual meeting of The Association for Science Teacher Educators. Reno, NV.

*Wheeler, L.B., Chiu, J.L., Maeng, J.L., & Bell, R.L. (2016, January). Inquiry-based professional development for general chemistry laboratory teaching assistants: Changes in teaching assistants’ knowledge, beliefs, and practices. A paper for the annual meeting of The Association for Science Teacher Educators. Reno, NV.

*Whitworth, B.A., *Wheeler, L.B., Maeng, J.L. & Bell, R.L. (2016, January). The relationship between science coordinator professional development and teacher change. A paper for the annual meeting of The Association for Science Teacher Educators. Reno, NV.

Cornell, D.C., Konold, T., & Maeng, J.L. (2015, May). Statewide implementation of student threat assessment in Virginia public schools. A paper for the annual meeting of the Society for Prevention Research, Washington, D.C.

Bell, R.L., Maeng, J.L., Konold, T., & *Whitworth, B.A. (2015, April). Professional development to support elementary teachers’ understanding and implementation of reforms-based science: Randomized controlled trial. A paper for the annual meeting of American Education Research Association, Chicago, IL.

Bell, R.L., Maeng, J.L., Konold, T., & *Whitworth, B.A. (2015, April). The effect of professional development on elementary teachers’ understanding and implementation of reforms-based science instruction. A paper for the annual meeting of NARST, Chicago, IL.

*Dubois, S.L., Maeng, J.L., & Bell, R.L. (2015, April). Learning reform-based science instruction: Results from a statewide professional development program for beginning science teachers. A poster for the annual meeting of NARST, Chicago, IL.

*Gonczi, A.L., Maeng, J. L., & Bell, R. L. (2015, April). Science educational computer simulations and elementary science teachers. A paper for the annual meeting of NARST, Chicago, IL.

Maeng, J.L. & *Gonczi, A.L. (2015, April). Elementary teachers’ mindsets: Does situated professional development promote growth mindedness? A paper for the annual meeting of NARST, Chicago, IL.

*St.Clair, T. L., Maeng, J. L., Bell, R. L., & *Wheeler, L. B. (2015, April). Exploring science education faculty attitudes toward standardized testing. A paper for the annual meeting of NARST, Chicago, IL.

*Wheeler, L.B., Maeng, J.L., & *Whitworth, B.A. (2015, April). Assessing a professional development for teaching assistants in a project-based guided inquiry general chemistry lab. A paper for the annual meeting of NARST, Chicago, IL.

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*Whitworth, B. A., Maeng, J. L., & Bell, R. L. (2015, April). An exploration of science coordinator practices following professional development. A paper for the annual meeting of NARST, Chicago, IL.

*Leach, J.S., Maeng, J.L., Bell, R.L. (2015, January). Watching what you say: Science discourse interactions between teachers and linguistically diverse elementary students. A poster for the annual meeting of the Association of Science Teacher Educators, Portland, OR.

Maeng, J.L., Bell, R.L. & *Whitworth, B.A. (2015, January). The effect of professional development on elementary science teachers’ understanding and classroom implementation of reforms-based science instruction: A randomized controlled trial. A paper for the annual meeting of the Association of Science Teacher Educators, Portland, OR.

*St.Clair, T. L., Maeng, J. L., Bell, R. L., & *Wheeler, L. B. (2015, January). Science education faculty vexations and ventures with standardized testing. A paper for the Annual Meeting of the Association of Science Teacher Educators, Portland, OR.

*Whitworth, B. A., Maeng, J. L., *Wheeler, L. B., & Chiu, J. L. (2015, January). Critical factors impacting the role of a district science coordinator. A paper for the Annual Meeting of the Association for Science Teacher Education, Portland, OR.

*Wheeler, L.B., Maeng, J.L., & *Whitworth, B.A. (2014, July). Teaching assistant role and perceptions: Assessment of professional development to support project-based, guided inquiry approach in general chemistry labs. A paper for the IUPAC International Conference on Chemistry Education, Toronto, Canada.

Bell, R.L., & Maeng, J.L., & *St. Clair, T. (2014, March). Statewide elementary science institute to support reforms-based science instruction: Results from three years of implementation. A paper for the Annual meeting of NARST, Pittsburgh, PA.

*Whitworth, B. A., Chiu, J. L, Maeng, J. L., & *Wheeler, L.B. (2014, March). Understanding the critical role of a district science coordinator. A poster presented at the annual meeting of National Association of Research in Science Teaching, Pittsburgh, PA.

*Gonczi, A.L., Maeng, J.L., Bell, R.L., & *Whitworth, B.A. (2014, January). Computer simulation professional development: Program elements that make a difference. A paper for the Annual meeting of the Association for Science Teacher Education, San Antonio, TX.

*St. Clair, T., *Wheeler, L.B., & Maeng, J.L. (2014, January). Outcomes of the science education faculty academy professional development. A paper for the Annual meeting of the Association for Science Teacher Education, San Antonio, TX.

*Shukla, K.D., Maeng, J.L, & Konold, T. (2013, April). Optimal reliability within resource constraints: Generalizability theory to inform reliability estimates for science pedagogy assessment. A paper for the Annual meeting of the American Education Research Association, San Francisco, CA.

Bell, R.L. & Maeng, J.L. (2013, April). Results of two years of Virginia Initiative for Science Teaching and Achievement (VISTA) professional development. A paper for the Annual meeting of NARST, San Juan, PR.

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Maeng, J.L., Mulvey, B., Smetana, L. & Bell, R.L. (2013, April). Pre-service teachers’ TPACK: Using technology to support inquiry instruction. A paper for the Annual meeting of NARST, San Juan, PR.

*Wheeler, L.B., Maeng, J.L., Bell, R.L., & Whitworth, B.A. (2013, April). Understanding and scaffolding inquiry: A tale of three teachers. A poster for the Annual Meeting of NARST, San Juan, PR.

*Whitworth, B. A., Maeng, J. L., Bell, R. L. & *Gonczi, A. L. (2013, April) Supporting the supporters: A case study of professional development for science coordinators. A poster for the Annual Meeting of NARST, San Juan, PR.

*Gonczi, A. L., Bell, R. L., Maeng, J. L., & *Wheeler, L. B. (2013, April). Analysis of instructional computer simulation use by elementary and secondary teachers. A poster for the Annual Meeting of NARST, San Juan, PR.

Maeng, J.L. (2013, January). Differentiating science instruction: One secondary science teacher’s experience. A paper for the Annual Meeting of the Association of Science Teacher Educators, Charleston, SC.

Bell, R.L. & Maeng, J.L. (2013, January). Statewide professional development to support reform-based science instruction: Results from the first year of implementation. A paper for the Annual Meeting of the Association of Science Teacher Educators, Charleston, SC.

*Whitworth, B.A., Maeng, J.L., *Gonczi, A.L. (2013, January). Science coordinators experiences with VISTA professional development. A paper for the Annual Meeting of the Association of Science Teacher Educators, Charleston, SC.

*Gonczi, A.L., Bell, R.L., Maeng, J.L, & *Wheeler, L.B. (2013, January). VISTA and GizmosTM: Analysis of simulation use in science instruction. A paper for the Annual Meeting of the Association of Science Teacher Educators, Charleston, SC.

Maeng, J.L. & Bell, R.L. (2012, March). Outcomes of the Virginia Initiative for Science Teaching and Achievement (VISTA) professional development. A paper for the Annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Mulvey, B., Maeng, J.L., & Bell, R.L. (2012, March). Developing preservice science teachers’ NOS conceptions and commitment to NOS instruction using a process-skill-based approach. A paper for the Annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Maeng, J.L. & Bell, R.L. (2012, January). Secondary science teachers experiences differentiating science instruction. A paper for the Annual Meeting of the Association of Science Teacher Educators, Clearwater, FL.

Mulvey, B., Maeng, J.L., & Bell, R.L. (2011, April). Process skills as a bridge to the nature of science: Developing preservice science teachers’ conceptions. A paper for the Annual meeting of the American Educational Research Association, New Orleans, LA.

Maeng, J.L., Mulvey, B., & Bell, R.L. (2011, April). Models of instruction for technology-enhanced whole-class inquiry. A paper for the Annual meeting of the National Association of Research in Science Teaching, Orlando, FL.

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Mulvey, B., Maeng, J.L., & Bell, R.L. (2011, January). Transforming preservice science teachers’ views of the nature of science: A process skills-based approach. A paper for the Annual Meeting of the Association of Science Teacher Educators, Minneapolis, MN.

Maeng, J.L., & Bell, R.L. (2010, March). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. A paper presented at the Annual Meeting of the National Association of Research in Science Teaching, Philadelphia, PA.

Maeng, J.L., Bell, R., & Mulvey, B. (2010, January). Is one computer enough? Preservice teachers’ use of technology to support whole-class inquiry. A paper presented at the Annual Meeting of the Association for Science Teacher Education, Sacramento, CA.

Bell, R., Maeng, J.L., & Binns, I., (2009, January). Context and content: Preparing teachers to use technology to support reforms-based instruction. A paper presented at the Annual Meeting of the Association for Science Teacher Education, Hartford, CT.

Regional/State Peer-Reviewed Research Presentations

Edmondson, E. & Maeng, J. L. (May, 2018). Evaluating the impact of a professional development program, VISTA ELIS and MELIS, on teacher and student learning. A paper presented at the Annual Meeting of the Virginia Academy of Science, Longwood, VA.

*Gonczi, A.L., Maeng, J. L., & Bell, R. L. (September, 2014). Computer simulation professional development for elementary science teachers: Attention to teachers’ pedagogical knowledge cannot be overlooked A paper presented at the Annual Meeting of the Mid-Atlantic Regional ASTE, Boone, NC.

Maeng, J.L. (2014, September). A randomized controlled trial exploring the effect of professional development on elementary science teachers’ understanding and classroom implementation of reforms-based science instruction. A paper presented at the Annual Meeting of the Mid-Atlantic Regional ASTE, Boone, NC.

Maeng, J.L. (2013, September), Using technology to facilitate differentiated high school science instruction. A paper for the Annual Meeting of the Mid-Atlantic Regional ASTE Meeting, Glade Springs, WV.

*Whitworth, B. A., *Gonczi, A. L., Bell, R. L., & Maeng, J. L. (2013, February). A case study of VISTA science coordinators. A poster presented at the annual Curry Research Conference, Charlottesville, VA.

*Wheeler, L. B., Maeng, J.L., Bell, R.L., & *Whitworth, B.A. (2013, February). Secondary science teachers’ understanding and practices of the levels of inquiry. A poster for the Annual Curry Research Conference, Charlottesville, VA.

Maeng, J.L., & Mulvey, B. (2010, January). Using technology to support whole-class inquiry: A study of preservice science teachers. A paper presented at the Curry Research Conference, Charlottesville, VA.

International and National Peer-Reviewed Practitioner Presentations

Whitworth, B. A. & Maeng, J. L. (Submitted). Reflecting on your Teaching Career: How can I grow? A paper for the national meeting of the National Science Teachers Association, Boston, MA.

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Maeng, J. L., & Whitworth, B. A. (Submitted). Exploring the Nature of Science: Patterns & creativity. A paper for the national meeting of the National Science Teachers Association, Boston, MA.

Whitworth, B. A., Gonczi, A. L., & Maeng, J. L. (2019, April). Is it engineering or not? A paper for the national meeting of the National Science Teachers Association, St. Louis, MO

Whitworth, B. A. & Maeng, J. L. (2019, April). Growing as a teacher: What do I want to be when I grow up? A paper for the national meeting of the National Science Teachers Association, St. Louis, MO

Whitworth, B.A., & Maeng, J.L. (2016, April). Exploring engineering practices. A paper for the annual meeting of the National Science Teachers Association. Nashville, TN.

Maeng, J.L. & Whitworth, B.A. (2016, April). Differentiating scientific practices through inquiry-based instruction. A paper for the annual meeting of the National Science Teachers Association. Nashville, TN.

Maeng, J.L. & Bell, R.L. & Whitworth, B.A. (2012, March). Alternatives to dissection in the digital age. A paper for the annual meeting of the National Association of Science Teachers, Indianapolis, IN.

Smetana, L.K., Maeng, J.L. & Bell, R.L. (2012, March). Digital resources in the science classroom: TPACK in action. A paper for the annual meeting of the National Association of Science Teachers, Indianapolis, IN.

Maeng, J.L., Mulvey, B., & Bell, R.L. (2011, March). Integrating digital images and video in the science classroom. A paper for the annual meeting of the National Association of Science Teachers, San Francisco, CA.

Maeng, J.L., Mulvey, B., Smetana, L., & Bell, R.L. (2010, March). CSI: Collaborative science inquiry. A paper for the annual meeting of the National Association of Science Teachers, Philadelphia, PA.

Regional/State Peer-Reviewed Practitioner Presentations

Maeng, J. L. & Gonczi. A. (November, 2018). PBL and engineering design: A natural connection. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Gonczi, A. & Maeng, J. L. (November, 2018). Supporting STEM and literacy learning through problem-based learning (PBL). A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Shafer, A. & Maeng, J. L. (November, 2018). Specifically for preservice teachers: What you need to know. A A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Maeng, J. L. Higdon, R., & Geller, H. (November, 2018). VAST colleges and universities share session. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

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Maeng, J.L. & Gonczi, A.L. (November, 2017). PBL: Solving real-world problems with a literacy twist. A paper for the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

Gonczi, A.L. & Maeng, J.L. (November, 2017). Using computer simulations to support conceptual change. A paper for the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

Gonczi, A.L. & Maeng, J.L. (November, 2016). Using simulations to demystify earth-moon-sun relationships. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Maeng, J.L., Wheeler, L.B., & Gonczi, A.L. (November, 2015) Using simulations and inquiry to teach nature of science. A paper for the annual meeting of the Virginia Association of Science Teachers, Dulles, VA.

Lindgren, R. & Maeng, J.L. (November, 2015) Lesson plans for light and optics activities at the middle school level. A paper for the annual meeting of the Virginia Association of Science Teachers, Dulles, VA.

Lindgren, R. & Maeng, J.L. (November, 2015) Lesson plans for electricity, magnetism, and energy transfer activities at the middle school level. A paper for the annual meeting of the Virginia Association of Science Teachers, Dulles, VA.

Maeng, J.L. Wheeler, L.B., & Gonczi, A.L. (November, 2014), Inquiry inquiries: Differentiation & scientific practices. A paper for the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

Maeng, J.L. (October, 2014). Differentiated instruction in secondary science classrooms. A presentation for the Regional National Science Teachers Association Conference, Richmond, VA.

Whitworth, B.A., Mandzak, M., Parks, G., Snell, P., & Maeng, J.L. (2013, November), Investigating inquiry: Scaffolding inquiry instruction. A paper for the annual meeting of the Virginia Association of Science Teachers, Norfolk, VA.

Maeng, J.L. & Bell, R.L. (2012, November). Exploring nature of science: Patterns and creativity in science. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Whitworth, B.A., Wheeler, L.B., Barry, L., Chase, A., Tuska, A., Verner, M., Maeng, J.L. & Bell, R.L. (2012, November). Differentiating inquiry. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Gonczi, A.L., Leach, J., Maeng, J.L. & Bell, R.L. (2012, November). Effective use of computer simulations in biology. A paper for the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Maeng, J.L., Henriksen, D. (2011, November). Differentiating science in secondary classrooms. A paper for the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

Maeng, J.L., Whitworth, B., Shaikh, I., Rock, C., Stewart, W., & Bell, R.L. (2011, November). Digital alternatives to hands-on dissection. A paper for the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

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Bell, R.L., Sterling, D., Maeng, J.L., & Peters, E. (2010, November). Teaching about scientific inquiry and the nature of science. A paper for the annual meeting of the Virginia Association of Science Teachers, Hampton, VA.

Maeng, J.L., Brown, K., Lai, H., Palmer, B., Mulvey, B., & Bell, R.L. (2010, November). Exploring the nature of science: Theories and laws. A paper for the annual meeting of the Virginia Association of Science Teachers, Hampton, VA.

Brown, K., Lai, H., Palmer, B., Mulvey, B., Maeng, J.L., & Bell, R.L. (2010, November). Inquiring about inquiry: Scaffolding inquiry instruction. A paper for the annual meeting of the Virginia Association of Science Teachers, Hampton, VA.

Maeng, J.L., Stocke, L., Frank, E., & Bell, R.L. (2009, November). Teaching physical & earth science with digital media. A presentation at the annual meeting of the Virginia Association of Science Teachers, Reston, VA.

Maeng, J.L., Chapman, M., Egge, N., Hidy, M., & Bell, R.L. (2009, November). Simulating biology: Computer simulations to promote learning. A presentation at the annual meeting of the Virginia Association of Science Teachers, Reston, VA.

Maeng, J.L., Baird, A., Culbert, K., Tonga, M., & Bell, R.L. (2008, November). Bringing physical science to life digitally. A presentation at the annual meeting of the Virginia Association of Science Teachers, Hampton, VA.

Maeng, J.L., Hayne, K., Landauer, J., Smith, G., & Bell, R.L. (2008, November). Collaborative science inquiry: The sequel. A presentation at the annual meeting of the Virginia Association of Science Teachers, Hampton, VA.

Cunningham, J., Buford, L., Justus, C., O’Conner, E., Zafrane, D., Farquhar, H., Smetana, L., & Bell, R.L. (2007, November). CSI: Collaborative science inquiry. A presentation at the annual meeting of the Virginia Association of Science Teachers, Williamsburg, VA.

Cunningham, J., & Harrell, K. (2006, November). Effective differentiation of a high school chemistry course. A presentation at the annual meeting of the Virginia Association of Science Teachers, Roanoke, VA.

Workshops and Invited Lectures

Maeng, J.L. & Gonczi, A. L. (2018). Scientific inquiry for all students. Middle school breakout session for the Virginia Association of Science Teachers Donna Sterling Institute Preconference. Williamsburg, VA, November, 2018.

Maeng, J.L. (2018). Teaching scientific inquiry. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August, 2018.

Cornell, D. & Maeng, J.L. (2018). How to maintain a safe school climate. A workshop for the Virginia School Safety Training Forum, Hampton, VA, August 2018.

Maeng, J.L. (2018). Investigate and create! A workshop for the Virginia Pre-K Institute. Virginia Department of Education, Williamsburg, VA, July, 2018.

Maeng, J.L. (2018). Science and literacy: A natural team. A workshop for the Virginia Pre-K Institute. Virginia Department of Education, Williamsburg, VA, July, 2018.

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Maeng, J.L. (2017). High-quality curriculum workshop, Assessment workshop, responsive instruction workshop. University of Virginia. Institute on Academic Diversity: Best Practices Institute. July 11, 12, and 13, 2017.

Maeng, J.L. (2017). STEM theory and pedagogy. U.S. K12 Education Program for Beijing Niulanshan First Secondary School. University of Virginia. March 29, 2017.

Cornell, D., & Maeng, J.L. (2017, March). School climate and threat assessment in Virginia schools. Presentations at School Leader and Advanced Resource Office Forum for the Center for School and Campus Safety, Virginia Department of Criminal Justice Services. Presented in Prince William County, Chesterfield, and Virginia Beach, VA.

Maeng, J.L. (2017). High-quality curriculum workshop, Assessment workshop. University of Virginia. Institute on Academic Diversity: Best Practices Institute. March 9 and 10, 2017.

Maeng, J.L. (2016). Integrating science and literacy in the context of problem-based learning. Invited session for the Monticello Reading Council Mini-Conference. November 3, 2016.

Maeng, J.L. (2016). Using simulations and inquiry to teach nature of science. A workshop for teachers. Culpeper County Public Schools. August 3, 2016.

Maeng, J.L. (2016). Learning preference and interest differentiation in science instruction. University of Virginia. Summer Institute on Academic Diversity: Best Practices Institute. July 14, 2016.

Maeng, J.L. (2016). Readiness differentiation in science instruction. University of Virginia. Summer Institute on Academic Diversity: Best Practices Institute. July 14, 2016.

Maeng, J.L., Wheeler, L.B., & Gonczi, A.L. (2016). Using simulations and inquiry to teach nature of science. MathScience Innovation Center. 2016 K-12 Educator Conference. June 23, 2016.

Maeng, J.L. (2015). STEM theory and pedagogy. U.S. K12 Education Program for Beijing Institute of Education. University of Virginia. October, 2015.


Maeng, J.L. (2015). Using formative assessment to differentiate science content. University of Virginia. Institute on Academic Diversity: Best Practices Institute. March 26 and 27, 2015.

Maeng, J.L. (2015). Modeling science instruction. U.S. K12 Education Program for Beijing Institute of Education. University of Virginia. March 11, 2015.

Maeng, J.L. (2015). STEM theory and pedagogy. U.S. K12 Education Program for Beijing Institute of Education. University of Virginia. March 3, 2015.

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Maeng, J.L. (2014). Integrating scientific practices across content areas. A workshop for the teachers. Nathaniel Greene Primary and Elementary Schools, November 4, 2014.

Maeng, J.L. (2014). Teaching scientific inquiry. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August 21, 2014.

Maeng, J.L. (2013). Scientific inquiry and differentiated science instruction. A workshop for teachers. Henrico County Public Schools, October 14, 2014.

Maeng, J.L. (2013). Teaching scientific inquiry. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August 22, 2013.

Maeng, J.L. (2013). Teaching nature of science and scientific inquiry. A series of guest lectures for PHYS 6263: Electricity and Magnetism for Science Teachers. Jefferson Lab, Newport News, VA, July 16, 17, 23, 24, 2013.

Maeng, J.L. (2013). Ways of knowing: Science and methods of science. A series of guest lectures for Oceanography for Science Teachers. University of Virginia, Charlottesville, VA, June 25, 26, 2013.

Maeng, J.L (2013). Teaching science through scientific practices. A guest lecture for ELED 501: STEAM: Integrated Units of Study, James Madison University, March 14, 2013.

Maeng, J.L. (2012). Teaching successful science lab sections. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August 23, 2012.

Bell, R.L., Maeng, J.L., Gonczi, A., Wheeler, L., & Whitworth, B. (2011). Simplifying inquiry instruction. A workshop for teachers. Prince William County Public Schools, In-Service Training. August 31, 2011.

Maeng, J.L. (2011). Successful teaching techniques to use in the lab. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August 17, 2011.

Chiu, J., Maeng, J.L. & Mulvey, B. (2010). Teaching science inquiry: Inquiry experiments and levels of inquiry. A workshop for teachers. Fredrick County Public Schools, In-Service Training. November 1, 2010.

Bell, R.L., & Maeng, J.L. (2010). Teaching about the nature of science in your classroom: A process skills-based approach II. A workshop presented at the Collegiate School Science Teacher Inservice, Richmond, VA. October 13, 2010.


Bell, R.L., & Maeng, J.L. (2010). Teaching about the nature of science in your classroom: A process skills-based approach. A workshop presented at the Collegiate School Science Teacher Inservice, Richmond, VA. March 30, 2010.

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Bell, R.L., & Cunningham, J. (2008). Inquiry experiments. A workshop for teachers. Charlottesville City Schools, In-Service Training, August 13, 2008.

Cunningham, J. (2008). Successful teaching techniques to use in the lab. A workshop for graduate teaching assistants. University of Virginia, Teaching Resource Center, August 20, 2008.

Other Scholarly Activities

Technical Reports

Cornell, D., Maeng, J., Huang, F., Jia, Y., Edwards, K., Crowley, B., Stohlman, S., Crichlow–Ball, C., Burnette, A.G., & Konold, T. (2019). Technical report of the Virginia Secondary School Climate Survey: 2019 results for 6th–8th grade students and school staff. Charlottesville, VA: Curry School of Education, University of Virginia.

Inkelas, K.K., Maeng, J.L., Jones, J., Williams, A., & Gates. J. (2018). Final report: Crafting success for underrepresented scientists and engineers (CSUSE) research project. LRI18C. LMI Research Institute: Tysons Corner, VA.

Cornell, D. Huang, F., Jia, Y., Maeng, J., Malone, M., Burnette, A.G., Stohlman, S., Crowley, B., Konold, T., & Meyer, P. (2018). Technical report of the Virginia Secondary School Climate Survey: 2018 results for 9th–12th grade students and school staff. Charlottesville, VA: Curry School of Education, University of Virginia.

Inkelas, K.K., Williams, A., & Maeng, J.L. (2018). Crafting success for underrepresented scientists and engineers (CSUSE) research project: Interim technical report. Charlottesville, VA: University of Virginia.

Cornell, D., Maeng, J., Stohlman, S., Burnette, A.G., & Jia, Y. (2017). Statewide relations between threat assessment training and school climate and suspension rates. Charlottesville, VA: Curry School of Education, University of Virginia.

Cornell, D. Huang, F., Konold, T., Jia, Y., Malone, M., Burnette, A.G. Datta, P., Meyer, P., Stohlman, S., & Maeng, J. (2017). Technical report of the Virginia Secondary School Climate Survey: 2017 results for 6th–8th grade students and school staff. Charlottesville, VA: Curry School of Education, University of Virginia.

Cornell, D., Maeng, J., Burnette, A., Datta, P., Huang, F., & Jia, Y. (2016). Threat assessment in Virginia schools: Technical report of the threat assessment survey for 2014-2015. Charlottesville, VA: Curry School of Education, University of Virginia.

Cornell, D., Maeng, J., Huang, F., Burnette, A., Datta, P., & Heilbrun, A. (2015). Threat assessment in Virginia schools: Technical report of the threat assessment survey for 2013-2014. Charlottesville, VA: Curry School of Education, University of Virginia.

Bell, R.L. Konold, T., Maeng, J.L. & Heinecke, W. (2015). VISTA research and evaluation annual report. Charlottesville, VA: Curry School of Education, University of Virginia.


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Bell, R., Maeng, J. L., Peters, E. E., & Sterling, D. R. (2010, May). Scientific inquiry and the nature of science task force report. Richmond, VA: Virginia Mathematics and Science Coalition.

Teaching/Mentoring Experience

Instructor of record: Foundations of Chemical Principals (Spring 2017, Spring 2018, Spring 2019) Debunking Classroom Myths (Spring 2016, Spring 2017, Spring 2018, Spring 2019) Masters in Teaching Field Project Capstone (Summer 2015, Summer 2016, Summer

2017, Spring 2018) Secondary Science Methods II (Spring 2012, Spring 2013) Field Placement – Secondary Science (Spring 2012, Spring 2013) Secondary Science Teaching Associateship (Fall 2012, Fall 2013, Fall 2014) Student Teaching Associateship Seminar (Fall 2012, Fall 2013) Introduction to College Chemistry Lab I (Summer Sessions 2004-2012) Introduction to College Chemistry Lab II (Summer Sessions 2004-2012) Introduction to College Chemistry Lab for Engineers (Summer BRIDGE Academy

2004, 2006-2010)

Graduate Teaching Assistant: Secondary Science Methods I and II: Fall 2007, Spring 2008, Fall 2009, Spring 2010,

Spring 2011 Secondary Science Methods Lab: Spring 2008, Spring 2009 Secondary Science Teaching Associateship: Fall 2007, Fall 2008, Fall 2009 Student Teaching Associateship Seminar: Fall 2007, Fall 2008, Fall 2009

Introduction to College Chemistry Lab I and II: Fall 2007-Spring 2011 Introduction to College Chemistry Lab for Engineers I and II: Fall 2001-Spring 2002,

Spring 2003, Fall 2007-Spring 2011

Mentoring and Advising

Post-Doctoral Research Associate: Shannon Navy, Science Education, 2014-2015

Committees Served (Ph.D. or Ed.D.): Christopher Dittrick, Curriculum and Instruction, current

James Hong, Instructional Technology, current Lindsay A. Wheeler, Science Education, graduated 2015 Amanda L. Gonczi, Science Education, graduated 2015 Brooke A. Whitworth, Science Education, graduated 2014

Master’s in Teaching: 21 students in secondary science education, 2012-2014

Undergraduate Student Opportunities in Academic Research (USOAR) program: 4 work-study students, 2017-present

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Curry Faculty: Sarah Fick, Research Assistant Professor, 2018-present

Professional Service

Co-Editor. Journal of Virginia Science Education. 2019-present.

Colleges and Universities Committee Chair. Virginia Association of Science Teachers. 2018 – present.

Editorial Review Board. Contemporary Issues in Technology and Teacher Education – Science. 2017-present.

Editorial Review Board. Journal of Science Teacher Education. Term ends December, 2021.

Member-at-large (appointed position). Membership and Participation Committee. Association for Science Teacher Education, 2013-2016.

Secretary (elected position). Mid-Atlantic Region Association for Science Teacher Education, 2013-2015.

Manuscript Reviewer, Teaching and Teacher Education, 2017-present

Manuscript Reviewer, The Science Teacher, National Science Teachers Association, 2010 present.

Manuscript Reviewer, School Science and Mathematics, School Science and Mathematics Association, 2009-present.

Manuscript Reviewer, Journal of Virginia Science Education, Virginia Association of Science Teachers, 2009-2018.

Proposal Reviewer, Annual meeting of NARST.

Proposal Reviewer, Annual meeting of Association for Science Teacher Education.

Proposal Reviewer, Society for Information Technology & Teacher Education International Conference.

Member, Forum on Policy and Government Relations, Association for Science Teacher Education, 2012-2014.

Judge, Piedmont Virginia Science Fair. 2013, 2014.

Judge, Charlottesville Catholic School. Science Night. 2013, 2012.

Judge/Head Judge/Section Chairperson. Virginia Junior Academy of Science Annual Research Symposium, 2001-present.

Awards and Honors

Curry School of Education (2019). Excellent in Scholarship Award.

NARST. Early Career Research Award (2019 nominee)

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Association for Science Teacher Education. Award V: Implications of Research for Practice. Maeng, J., Bell, R.L., St. Clair, T., Gonczi, A.L., Whitworth, B.A. (2018). Supporting Elementary Teachers’ Enactment of Nature of Science Instruction: A Randomized Controlled Trial. A paper for the annual meeting of ASTE, (January 2018, Baltimore, MD.)

Virginia Mathematics and Science Coalition Programs that Work (2018). VISTA ELIS

University of Virginia Faculty Senate. Dissertation Year Fellowship

Department of Chemistry. Excellence in Undergraduate Teaching in Chemistry Award

The Curry Foundation. Alice Gunter and Edgar J. Gunter Jr. Scholarship

Virginia Space Grant Consortium. Scholarship for Teacher Education

Alpha Chi Sigma. Chemistry Award

Professional Memberships

American Educational Research Association

Association for Science Teacher Education

National Association for Research in Science Teaching

National Science Teachers Association

Virginia Association of Science Teachers

Documents

Jennifer Lynn Cunningham Maeng Curriculum Vitae